In this essay, I argue that our recent pivot toward digital learning, in addition to the social discontent and economic turbulence exacerbated by the pandemic, requires a re-imagining of how we "do" adult and workforce education (AWE) policy. First, I briefly describe the 2014 Workforce Innovation and Opportunities Act (WIOA) policy. Next, I present findings from recent research on AWE policy development and identify substantial policy gaps. I emphasize a pressing need to return to the proverbial policy drawing board in AWE policy and invite our field to imagine a future for AWE that promotes a socially conscientious, inclusive, and democratic society and responds to the very real demand for workforce development reform, and the urgency of reducing earnings inequality.